Water Classwork
May 2 and 3, 2017
*Reviewed septic systems and compared them with sewage systems
*Reviewed the classwork from last time and went over the answers to the worksheet
*Discussed the differences between point and non-point source pollution
*Watched Jay-Z water for life video and completed a worksheet...Click HERE for the worksheet...Click HERE for Video Part 1...Click HERE for Video Part 2...Click HERE for Video Part 3
*Reviewed septic systems and compared them with sewage systems
*Reviewed the classwork from last time and went over the answers to the worksheet
*Discussed the differences between point and non-point source pollution
*Watched Jay-Z water for life video and completed a worksheet...Click HERE for the worksheet...Click HERE for Video Part 1...Click HERE for Video Part 2...Click HERE for Video Part 3
April 28 and May 1, 2017
*Warm-up involved watching the two videos and answering questions...click HERE for the warm-up
*Next, students had to read about water treatment/regulations....click HERE for the reading
*Then, students were given a worksheet to answer after the reading....click HERE for the questions
*Warm-up involved watching the two videos and answering questions...click HERE for the warm-up
*Next, students had to read about water treatment/regulations....click HERE for the reading
*Then, students were given a worksheet to answer after the reading....click HERE for the questions
April 5-27, 2017
Students worked on their Intro to Oceans classwork. To get the classwork, the students had a menu to look at. Click HERE for the menu.
Students worked on their Intro to Oceans classwork. To get the classwork, the students had a menu to look at. Click HERE for the menu.
April 3 and 4, 2017
3A, 4A and B-day students will work on a close read related to water quality. Click HERE for the close read. Remember that you will need to annotate and mark up the text. The students will also be given a informational text in order to help support the article mentioned above. Click HERE for the informational text, After close reading and looking at the informational text, the students will have 6 text-dependent questions to answer. The questions are:
1. What is 1-4 dioxane?
2.Why is 1-4 dioxane of concern?
3. How could we have predicted that 1-4 dioxane would become a problem?
4. What causes water quality to decline in this way?
5. Is this a localized problem, or widespread? Reference the text in your answer.
6. Based on the text, what justification is used to?? continue putting 1,4 dioxane into our water?
Once the questions are answered and reviewed, the students will have to tackle a culminating question. The question is found at the end of the informational text mentioned above.
1st Block A-day...they began to work on the oceans classwork. Students began by making sure their intro to oceans notes were complete and then tackled classwork that reinforced the ocean notes.
3A, 4A and B-day students will work on a close read related to water quality. Click HERE for the close read. Remember that you will need to annotate and mark up the text. The students will also be given a informational text in order to help support the article mentioned above. Click HERE for the informational text, After close reading and looking at the informational text, the students will have 6 text-dependent questions to answer. The questions are:
1. What is 1-4 dioxane?
2.Why is 1-4 dioxane of concern?
3. How could we have predicted that 1-4 dioxane would become a problem?
4. What causes water quality to decline in this way?
5. Is this a localized problem, or widespread? Reference the text in your answer.
6. Based on the text, what justification is used to?? continue putting 1,4 dioxane into our water?
Once the questions are answered and reviewed, the students will have to tackle a culminating question. The question is found at the end of the informational text mentioned above.
1st Block A-day...they began to work on the oceans classwork. Students began by making sure their intro to oceans notes were complete and then tackled classwork that reinforced the ocean notes.
March 28 and 29, 2017
Students will finish up the graphic organizers that they started last class; except for 1A all other classes will only be given 10 minutes. 1A is the only class that didn't get to the close read. After the 10 minutes, we will review the water quality indicators. Once complete, the students will work on a close read related to water quality. Click HERE for the close read. Remember that you will need to annotate and mark up the text. The students will also be given a informational text in order to help support the article mentioned above. Click HERE for the informational text, After close reading and looking at the informational text, the students will have 6 text-dependent questions to answer. The questions are:
1. What is 1-4 dioxane?
2.Why is 1-4 dioxane of concern?
3. How could we have predicted that 1-4 dioxane would become a problem?
4. What causes water quality to decline in this way?
5. Is this a localized problem, or widespread? Reference the text in your answer.
6. Based on the text, what justification is used to?? continue putting 1,4 dioxane into our water?
Once the questions are answered and reviewed, the students will have to tackle a culminating question. The question is found at the end of the informational text mentioned above.
Students will finish up the graphic organizers that they started last class; except for 1A all other classes will only be given 10 minutes. 1A is the only class that didn't get to the close read. After the 10 minutes, we will review the water quality indicators. Once complete, the students will work on a close read related to water quality. Click HERE for the close read. Remember that you will need to annotate and mark up the text. The students will also be given a informational text in order to help support the article mentioned above. Click HERE for the informational text, After close reading and looking at the informational text, the students will have 6 text-dependent questions to answer. The questions are:
1. What is 1-4 dioxane?
2.Why is 1-4 dioxane of concern?
3. How could we have predicted that 1-4 dioxane would become a problem?
4. What causes water quality to decline in this way?
5. Is this a localized problem, or widespread? Reference the text in your answer.
6. Based on the text, what justification is used to?? continue putting 1,4 dioxane into our water?
Once the questions are answered and reviewed, the students will have to tackle a culminating question. The question is found at the end of the informational text mentioned above.
March 24 and 27, 2017
Students will begin with a lab that explores water quality. They will walk around and look at 4 beakers of water and decide on the quality of the water based on the look. Click HERE for the lab. Once they are finished with this, students will fill in the vocab diagrams using the resources provided. The vocab that they are focused on is...TURBIDITY, TEMPERATURE, pH, DISSOLVED OXYGEN, BIO-INDICATORS and NITRATES/PHOSPHATES. Click HERE for the vocab diagrams. Click HERE for the resources to use. For the vocab, the following must be filled in on each word: WORD, DEFINITION, PICTURE with EXAMPLES, WHAT HAPPENS OR WHAT CAUSES IT TO BE TOO HIGH, WHAT HAPPENS OR WHAT CAUSES IT TO BE TOO LOW, and OTHER RELEVANT FACTS.
Students will begin with a lab that explores water quality. They will walk around and look at 4 beakers of water and decide on the quality of the water based on the look. Click HERE for the lab. Once they are finished with this, students will fill in the vocab diagrams using the resources provided. The vocab that they are focused on is...TURBIDITY, TEMPERATURE, pH, DISSOLVED OXYGEN, BIO-INDICATORS and NITRATES/PHOSPHATES. Click HERE for the vocab diagrams. Click HERE for the resources to use. For the vocab, the following must be filled in on each word: WORD, DEFINITION, PICTURE with EXAMPLES, WHAT HAPPENS OR WHAT CAUSES IT TO BE TOO HIGH, WHAT HAPPENS OR WHAT CAUSES IT TO BE TOO LOW, and OTHER RELEVANT FACTS.
March 22 and 23, 2017
Students began class by reviewing the two notes videos given as homework. They discussed surface water and ground water. Once they were done, students created a diagram of groundwater and surface water. This should be neat, legible and in color. Here are a list of the terms that should be drawn and labeled: permeable, impermeable, water table, well, run off, drainage basin, divide, spring, river, lake, spring. The students are able to use the classroom textbook for assistance but they are also able to search out images online. The idea would be to create one diagram that encompassed all of the words. Once they completed this, they needed to tackle a worksheet called North Carolina's Water Resources. Click HERE for the worksheet.
Students began class by reviewing the two notes videos given as homework. They discussed surface water and ground water. Once they were done, students created a diagram of groundwater and surface water. This should be neat, legible and in color. Here are a list of the terms that should be drawn and labeled: permeable, impermeable, water table, well, run off, drainage basin, divide, spring, river, lake, spring. The students are able to use the classroom textbook for assistance but they are also able to search out images online. The idea would be to create one diagram that encompassed all of the words. Once they completed this, they needed to tackle a worksheet called North Carolina's Water Resources. Click HERE for the worksheet.
March 16-21, 2017
Students will be working with the properties of water. Students should have completed their notes on the properties of water prior to the first day of this. If they don't know what the video is, they should look under the homework tab and water. After reviewing the properties as a class, I reviewed each station that the students will work through as well as lab procedures and expectations. Students will work through 7 stations on the properties of water. Click HERE for a copy of the labs. These will be turned in at the end of class on the second day.
Students will be working with the properties of water. Students should have completed their notes on the properties of water prior to the first day of this. If they don't know what the video is, they should look under the homework tab and water. After reviewing the properties as a class, I reviewed each station that the students will work through as well as lab procedures and expectations. Students will work through 7 stations on the properties of water. Click HERE for a copy of the labs. These will be turned in at the end of class on the second day.